The rhetorical situation
Rhetorical problem:
The rates of cigarette smoking among high school students in America are higher than those of adults. Teens are easy targets for the tobacco industry. Having cancer may not seem like real concerns, teens don’t think much about future health outcomes.
Purpose:
The purpose is to engage and convince high school students to stop smoking. A change in the young peoples attitude and action could help them minimize their chance of getting cancer.
Audience:
The audience is a group of young people, 17-18 years old, from an American high school class.
The speaker:
I am a young representative of “American Cancer Society”. Recently done a “stop smoking” campaign. They know who I am because they asked me to come so they must acknowledge my competences.
Circumstances:
The setting is in a classroom in an American high school – around 35 people present. There will be used a PowerPoint show to visualize the main points and capture the young audience’s attention.
Language:
The speech is in an informative tone (direct) because of the young audience. The main speech act is the expressive speech act and the main appeal form is pathos because of the purpose to engage them.

Structure
Introduction:
I am an expressive speaker and I will introduce my education, campaign and experience (ethos). Acknowledge the fact that they asked me to come (expressives), thank them and underline the importance of them focusing on this topic for their own future health (pathos.)
Introduction to subject:
I will use logos and informative speech act to back up my purpose of stop smoking and to possible consequences of not stopping (directive speech act.)
Head speech:
Tell about my own experiences in the purpose and create relation with the audience (pathos/expressive.) Advice them to stop smoking (face-saving-act) and thereby minimize their chance of getting cancer (logos/informative.) I underline my purpose and tell them how I believe we can cure cancer together (pathos/representatives.)
Conclusion/Round-off:
I will brief repeat my points (informative/logos). I will advice them to support and contact the organization (informative/ethos.) Thanking the audience for listening and give the last punch line to engage and convince them of the purpose (representatives/pathos.)

Speech
Introduction
Hello everyone. My name is Emilie, 25 years old, and I work as a volunteer for American Cancer Society. I am here today because you asked me to come and talk about my recent campaign called “teen tobacco use.” First of all I want to thank you, not only because you asked me to come, but also because you realized the importance of focusing on this topic for your own future health.
Firstly I am going to discuss the tobacco use in high schools, as a framework for my speech. Secondly, I will discuss tobacco addiction and thirdly ways that you can help others to quit smoking. The purpose is to engage you guys to stop smoking. I will persuade you to go home and make that smoker you know live longer.

Introduction to subject
This speech is a bit different, because I want to start out with my conclusion. In every class an average of four people had lost a loved one because of smoking. Another ten people in this class often inhale second hand smoke. Why should you let a loved one die? Or even worse, why should you let them poison you with their habit? Maybe you are thinking: “This won’t happen to me, I will never get cancer.” And no you won’t – if you stop smoking now!
Example: Let me give you an example of the problem: I used to smoke for eight years, since I was 15 years old, and I never thought of the dangers caused by smoking. Finally I quit smoking two years ago. The first thing I noticed was the deeper breaths I could take, the cleaner smell of my clothes, my bedroom and my car. I want to thank my father for making me quit smoking, if it wasn’t for him, I would never be here today.

Head speech
Argument 1: When you Light Up
Let me start by looking at the tobacco use in high schools – and how dangerous it is to start smoking when you are young.
Imagine a morning you wake up and on the breakfast table you have waiting for you a mixture of 4000 different chemicals – which are proven to give you cancer: Nicotine, Ammonia, Tar and Carbon Monoxide. And you would have that mixture three more times before lunch, four after lunch and probably two before you go to bed – for the rest of your life. No, that’s not what most of us would call a breakfast. But about 1 out of 5 high school student in America inhale those chemicals every day. And every day more than 2000 kids try cigarettes for the first time.
Smoking is the leading cause of dead in the United States. It kills a total of 5,4 million people each year. Teens are easy targets for the tobacco industry. Some teens think smoking looks sexy or cool; others hope cigarettes will help them lose weight or make them seem independent.
But if we take a look at the numbers, we learn that smoking is not sexy or cool, it doesn’t make you lose weight or make you appear independent – it is deadly dangerous!

Argument 2: Addiction
But if only that was what it was: dangerous. No, much worse is the fact that smoking is extremely addictive – it is a real struggle to quit.
This brings me to my next proof – addiction. Most young people who smoke are already addicted to nicotine. Of every three young smokers – one will quit, and one will die from a tobacco-related disease. Most of these young people never considered the long-term danger when they started smoking. They never considered that nicotine is an extremely addictive drug that makes it nearly impossible for them to quit. * Example: My father is a good example of this problem. As I mentioned in my introduction, my father made me quit smoking – but what I didn’t mention was how. My father was my biggest inspiration in life. He was a good man, with a good heart. But he did do one thing wrong in life – he smoked cigarettes. He tried to quit many times, but he couldn’t – he was too addicted. He kept on smoking for almost 40 years, until one day when the doctors found out he had lung cancer. That did not only turn his life upside-down – but also his friends and families and especially mine. Two months later he died. I remember him telling me, never to make such a stupid mistake, as he did – never to smoke a cigarette again. And from that day on I stopped.
Argument 3: Stop smoking together
My final argument is how we together can help friends and loved ones to stop smoking. And by doing so secure your own, Americas and even the worlds future health outcomes.
I don't think any of us would like to see a friend or a relative die sooner than they have to. To avoid this from happening, we should help them quit. As I mentioned before nicotine is addictive – we smoke to satisfy the body’s cravings, it becomes a habit. A good idea is to decide that you want to stop. Have realistic goals - stopping isn't easy, but isn't impossible either. Refuse to allow anything to change your mind.
Example: My past example showed that my fathers death of lung cancer, made me stop smoking. It made me wiser. But if we look at it from another angle, it is a very sad story. I had to lose a part of my family to realise how dangerous smoking is. And that’s why I’m here today. To save you guys from losing someone you love – or to lose yourself. To learn about the danger. The addiction. To shout out loud that we can do this together – as a team.
Rebuttal:
You may be asking yourself: My lungs will repair themselves in five years, so why should I quit now? Well, as I mentioned earlier in my speech, smoking is extremely addictive and only 1 person out of 3 can manage to stop, even when they all really try. So maybe you should ask yourself another question: Why should I start smoking? Or why do I even smoke?
Conclusion:
I did the research - together we can do the job. I want to thank you guys for listening to my speech, and advise you to support the American Cancer Society. I want you to remember the question I asked in the introduction - why should you let a loved one die? Like I did with my father. Lets make a change. Not only for yourself. But for your friends. Your family. For America. For the world. Go home and pass them the messages that you got from me today. They can do it - you can do it - I did it.

Speech Acts
Encoded by the speaker and decoded by the listener!
Traditionally speech acts:
Expressive: speaker expresses feelings
Informative: speaker tells somebody about something
Directive: speaker orders somebody to do something

Yule:
Declarations:
Using declarations, the speaker changes the world via. words: “Referee: You’re out!”
Representatives:
State what the speaker believes to be the case or not. I can be facts, conclusions and descriptions: “The earth is flat.” Speaker makes the words fit the belief.
Expressives:
State what the speaker feels – pleasure, pain, likes, dislikes, joy or sorrow. About the speakers experiences: “I’m really sorry!”
Directives:
The speaker uses to get someone else to do something. Expresses what the speaker wants. Commands, orders, suggestions – both positive and negative: “Don’t touch that.”
Comissives:
The speaker uses to commit themselves to future actions. Expresses what the speaker intends: “I’m going to get it right next time!”

Direct/Indirect:
“It’s cold outside”
Direct: I hereby tell you about the weather.
Indirect: I hereby request of you to close the door.

Politeness and interaction

Politeness: An interaction that can be defined to show awareness of another persons face.
Face-threatening act: Speaker says something that represents a threat to another person.
Face-saving act: Speaker can say something to minimize the possible threat.
Negative politeness: Face-saving act on a negative face – include apology for interruption.
Positive politeness: Face-saving act on positive face – both want the same thing.

The rhetorical situation
For the speaker to understand the situation they are part of – gain control of the situation, and shaping it. The speech must be adapted to the situation.
Rhetorical problem: The reason for the speech is given.
Purpose: What is the purpose? What support do you want from the audience?
The purpose is change in attitude and action. This makes it easier for the speaker to chose what kind of support she wants from the audience.
Audience: Identify audience, so you can adapt speech to fit audience. Important to relate to audience. Appeal forms. High school class – 17-19 years old.
The speaker: Make sure that audience know your motives for speaking. What relationship do you have with the audience?
Circumstances: Small crowd and small room – intimate speech.
Language: The speech is in an informative tone (direct) because of the young audience. The main speech act is the expressive speech act and the main appeal form is pathos because of the purpose to engage them.

Appeal forms:
Logos, ethos, pathos

Ethos:
Ethos appeal though the speakers integrity. Credibility of speaker. We believe people who we respect. I use this for the audience to feel that I am worth listening to. Authority on the subject. Likable and worthy of respect.
Direct ethos: saying – directly make references to yourself. What you chose to say about yourself.
Indirect: Appear/show – appear worthy of respect. Proofs, examples, style, arrangement.
Aristotles division of ethos into three characteristics.
Three Aristotle virtues:
1. Phronesis: Knowledge
2. Areté: Sympathetic
3. Eunoia: Speaker wants the best for the audience

Pathos:
Pathos appeal to the emotions. Emotional approach. Appealing to the emotions of the audience. Language, metaphors ect.

Logos:
Logos appeal to the intellect. Giving reasons to back up your points. Appeals to the audience rational decision making. Evidence, numbers, figures ect.

Exam questions
ALLITARATIONS! In the end – I use the same word in a row.

Appeal forms
Can you tell us how you use pathos in your speech?
Pathos appeals to the emotions. It’s an emotional approach. It can be used in language and metaphors ect. Pathos is my main appeal form in my speech – because of the purpose to engage my audience. I use pathos in my introduction of the speech, where I tell the audience the importance of focusing on this topic for their own future health. I also use pathos in my examples of my own experience – to create relation with the audience. Basically I use pathos to back up my arguments.

Can you tell us how you use logos in your speech?
Logos appeal to the intelligence. Appeal to the audience rational decision-making. It can be numbers, figures ect. I use logos in my speech to back up my points. I use numbers especially in the beginning of the speech where I tell what’s in a cigarette and how many people dies of tobacco-related disease every year.

Can you tell us how you use ethos in your speech?
Ethos appeal to the speaker’s integrity. It’s about being likeable and worthy of respect – an authority. Credibility of the speaker. We, as an audience, tend to believe people who we respect. There are two main ways to use ethos in your speech: directly and indirectly. Direct ethos: referring directly to yourself as a speaker. Indirect ethos: showing instead of saying who you are.
Indirect ethos is used when you show the audience who you are as a person – Proofs, examples, style, arrangement and delivery. An example of use is when I use numbers to back up my points. I show I know what I’m talking about when using numbers and facts. Another example could be when I talk about myself and my father and our story. I hereby show that I am a person the audience can relate to – I have tried it, I know what I’m talking about.
Ethos can also focus on different character traits. Aristotle’s divided ethos into three characteristics: Phronesis (to appear knowledgeable), Areté (to appear sympathetic), Eunoia (to show that you want the best for your audience).

Speech acts
Declarations: Speaker attempts to change the world
Representatives: Speaker expresses belief
Expressives: Speaker expresses feeling
Directives: Speaker wants somebody to do something
Commissives: Speaker commits herself to future action

What speech acts do you use in your speech?
According to Yule, we have five speech act: Declarations, Representatives, Expressives, Directives and Commissives.
I use representatives speech act when I express belief in my speech – “I believe we can do this together as a team!” And also in my last punch line: “You can do it, They can do it, I did it!”
The main speech act is an expressive speech act, because of the purpose to engage my audience and express my feelings. I use the expressives speech act many times during my speech. Especially when I tell about my own experiences with smoking – this creates relation. I also use expressives when I thank the audience for inviting me here to day and for listening to my speech.
I also use to directive speech act – because I want the audience to do something. I express what I want from the audience – it can both be positive or negative. An example of this could be when I tell the audience about the possible consequences that can happen if they don’t stop smoking. I hereby suggest them to stop smoking for their own future health.

Politeness
You write in your synopsis that you use a face-saving act – when and what do you mean?
Politeness in an interaction means that you show awareness of another persons face.
A face-threatening-act is when the speaker says something that threats another’s face. A face-saving-act is when the speaker tries to minimize the possible threat. I, as the speaker, wants to save my audience face – and that’s why I perform face-saving-act. I use my face-saving-act in my speech when I advise the audience to stop smoking and thereby minimize their chance of getting cancer. REBUTTAL!
Negative politeness: Face-saving act on a negative face – include apology for interruption.
Positive politeness: Face-saving act on positive face – both want the same thing.